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Dallas School District
K-12 Curriculum
High School English - Communication
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Author: Evaluate
The learner will be able to
evaluate organization and content to determine author purpose and effectiveness according to author theses, accuracy, thoroughness, logic, and reasoning.
| Strand |
Source |
| Author |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Author: Strategies/Evaluate
The learner will be able to
evaluate the strategies of an author.
| Strand |
Source |
| Author |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Informational
The learner will be able to
read and understand an informational, nonfiction story.
| Strand |
Source |
| Informational Text |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Informational: Understand
The learner will be able to
read and understand a variety of informational texts.
| Strand |
Source |
| Informational Text |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Fiction
The learner will be able to
read and understand fiction.
| Strand |
Source |
| Fiction |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Fiction: Interpret
The learner will be able to
interpret fiction.
| Strand |
Source |
| Fiction |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Author Intention: Information
The learner will be able to
analyze information to explain the author's purpose.
| Strand |
Source |
| Author: Intentions |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11, B |
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World Literature: Read
The learner will be able to
read a variety of world literature.
| Strand |
Source |
| World Literature |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; A |
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Genre: Variety
The learner will be able to
read a variety of genres.
| Strand |
Source |
| Genre |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Literary/Art Genres: Conventions
The learner will be able to
create a work in a literary genre that follows the conventions of that genre.
| Strand |
Source |
| Genre: Literary/Art |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11.; C |
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Drama: Respond
The learner will be able to
read and respond to a variety of drama.
| Strand |
Source |
| Drama |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11.; F |
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Poetry: Figurative Language/Evaluate
The learner will be able to
evaluate poetry for appropriateness of figurative language.
| Strand |
Source |
| Poetry: Figurative Language |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; D |
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Poetry: Sound/Analyze Effect
The learner will be able to
analyze the effects of sound in poetry.
| Strand |
Source |
| Poetry: Sound/Form |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; C |
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Poetry: Appropriate Diction
The learner will be able to
analyze poetry for appropriateness of diction.
| Strand |
Source |
| Poetry: Author/Speaker |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; D |
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Nonfiction: Interpret
The learner will be able to
interpret nonfiction.
| Strand |
Source |
| Nonfiction |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Literature: Understand
The learner will be able to
understand the study of literature.
| Strand |
Source |
| Literature |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; A |
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Analyze: Figurative Language
The learner will be able to
analyze the use of figurative language within a given poem.
| Strand |
Source |
| Poetry: Analyze Figurative Language |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; C |
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Analyze: Figurative Language
The learner will be able to
analyze poetry for appropriateness of figurative language.
| Strand |
Source |
| Poetry: Analyze Figurative Language |
PA: Academic Standards, January 16, 1999, Grade 11, p.7, #1.3.11.; D |
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Analyze: Scriptwriter/Words
The learner will be able to
analyze how a scriptwriter's words develop the tone, mood, and theme of a work.
| Strand |
Source |
| Drama: Analyze |
PA: Academic Standards, January 16, 1999, Grade 11, p.8, #1.3.11, E |
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Information/Concept Processing: Identify
The learner will be able to
identify new concepts.
| Strand |
Source |
| Information/Ideas: Processing |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Information/Concept Processing: Define
The learner will be able to
define new concepts.
| Strand |
Source |
| Information/Ideas: Processing |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11, B |
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Interjection: Identify/Use
The learner will be able to
identify and use an interjection in a sentence.
| Strand |
Source |
| Interjection |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Noun: Use
The learner will be able to
use nouns correctly.
| Strand |
Source |
| Noun |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Adverb: Use
The learner will be able to
correctly use adverbs in a sentence.
| Strand |
Source |
| Adverb |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Pronoun: Use
The learner will be able to
use pronouns in sentences correctly.
| Strand |
Source |
| Pronoun |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Sentence Structure: Length
The learner will be able to
write using a variety of sentence lengths.
| Strand |
Source |
| Sentence Structure |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
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Sentence Content: Variety/Type
The learner will be able to
write a variety of sentence types.
| Strand |
Source |
| Sentence Structure |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
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Verb: Use
The learner will be able to
use verbs correctly.
| Strand |
Source |
| Verb |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Adjective: Use
The learner will be able to
use adjectives in a sentence correctly.
| Strand |
Source |
| Adjective |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Preposition: Use
The learner will be able to
correctly use prepositions in a sentence.
| Strand |
Source |
| Preposition |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Source |
| Conjunction |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Source |
| Capitalization: Applications |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Behaviors: Variety/Attentive
The learner will be able to
listen attentively to a variety of speakers.
| Strand |
Source |
| Listening Behaviors |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Informational Concept: Synthesize
The learner will be able to
synthesize information to determine relevancy.
| Strand |
Source |
| Informational Concept |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Critical Listening: Stereotypes
The learner will be able to
examine stereotypes presented in spoken language.
| Strand |
Source |
| Critical Listening |
PA: Academic Standards, January 16, 1999, Grade 11, p.16, #1.7.11, B |
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Strategies: Opinions/Relevancy
The learner will be able to
synthesize opinions to determine relevancy.
| Strand |
Source |
| Listening Strategies |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Strategies: Ideas/Relevancy
The learner will be able to
synthesize ideas to determine relevancy.
| Strand |
Source |
| Listening Strategies |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
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Media Form: Media/Repertoire
The learner will be able to
appreciate and use a wide variety of media forms.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Purposes: Learning/Thinking
The learner will be able to
use media to stimulate his/her learning and thinking skills.
| Strand |
Source |
| Media Purposes |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Media Form: Electronic/Traditional
The learner will be able to
explain how electronic media modify traditional research forms for different purposes.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Media Form: Understand
The learner will be able to
understand a variety of media forms.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Media Form: Variety/Integrate
The learner will be able to
integrate a variety of media forms into a completed project.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Media Message: Expand Understanding
The learner will be able to
create and use a media project that expands understanding.
| Strand |
Source |
| Media Message |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Media: Gain Information
The learner will be able to
gain information from a variety of media sources.
| Strand |
Source |
| Media |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Evaluate: Events
The learner will be able to
evaluate the media's influence in drawing attention to specific events.
| Strand |
Source |
| Media: Evaluate |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Evaluate: Opinions
The learner will be able to
evaluate the media's influence in forming opinions on various issues.
| Strand |
Source |
| Media: Evaluate |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Multimedia: Effectively/Use
The learner will be able to
effectively use appropriate media in a multimedia presentation.
| Strand |
Source |
| Media Aids: Multimedia |
PA: Academic Standards, January 16, 1999, Grade 11, p.15, #1.6.11.; F |
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Evaluate: Media Message
The learner will be able to
evaluate media messages.
| Strand |
Source |
| Media Message: Evaluate |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
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Decision: Criteria/Use
The learner will be able to
use established criteria when decision making.
| Strand |
Source |
| Critical Thinking: Decision |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Fact/Opinion: Distinguish
The learner will be able to
distinguish fact from opinion in texts by using complete and accurate information, coherent arguments, and points of view.
| Strand |
Source |
| Fact/Opinion |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Compare/Contrast: Idea/Theme/Issue
The learner will be able to
compare and contrast ideas, themes, and issues in various reading materials.
| Strand |
Source |
| Compare/Contrast |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Variety of Sources: Fluent
The learner will be able to
read a variety of text fluently.
| Strand |
Source |
| Source |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H, p. 4, #1.1.11.; H |
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Variety of Sources: Reading Selections
The learner will be able to
read and comprehend material from a variety of sources.
| Strand |
Source |
| Source |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Main Idea: Extending
The learner will be able to
extend the main idea of a given passage by applying it to a new context or situation.
| Strand |
Source |
| Main Idea |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Draw Conclusion: Established Criteria
The learner will be able to
use established criteria when drawing conclusions.
| Strand |
Source |
| Draw Conclusion |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Persuasive: Propaganda Form/Identify
The learner will be able to
identify various forms of propaganda.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Strategies: Personal Experience
The learner will be able to
apply personal experience to understand reading materials.
| Strand |
Source |
| Reading Strategies |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Strategies: Validate Information/Support
The learner will be able to
use supporting evidence to verify the validity of reading materials.
| Strand |
Source |
| Reading Strategies |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Strategies: Evaluate/Effective
The learner will be able to
evaluate which reading strategies were most effective for a variety of texts.
| Strand |
Source |
| Reading Strategies |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Setting: Compare/Contrast
The learner will be able to
compare and contrast setting in reading materials.
| Strand |
Source |
| Setting |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Critical Thinking: Reading Materials
The learner will be able to
critically examine reading materials.
| Strand |
Source |
| Critical Thinking |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Support: Evidence
The learner will be able to
support his/her assertions about a text with evidence.
| Strand |
Source |
| Support |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Classification: Essential/Non-Essential
The learner will be able to
classify information as essential or non-essential in a variety of media.
| Strand |
Source |
| Classification |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Classification: Non-Essential
The learner will be able to
classify textual information as non-essential to reading comprehension.
| Strand |
Source |
| Classification |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Classification: Essential
The learner will be able to
classify textual information as essential to reading comprehension.
| Strand |
Source |
| Classification |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Construct Meaning: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes.
| Strand |
Source |
| Emergent Reading |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Reading Behaviors: Comprehension
The learner will be able to
demonstrate comprehension skills.
| Strand |
Source |
| Reading Behaviors |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Reading Behaviors: Extend/Literal
The learner will be able to
extend understanding beyond literal interpretation.
| Strand |
Source |
| Reading Behaviors |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Evaluating: Ideas
The learner will be able to
evaluate ideas he/she has read.
| Strand |
Source |
| Evaluating |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Evaluating: Content
The learner will be able to
evaluate the content of reading materials.
| Strand |
Source |
| Evaluating |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Response: Idea/Identify
The learner will be able to
identify important ideas in what he/she has read.
| Strand |
Source |
| Reading Responses: Composing |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Response: Idea/Describe
The learner will be able to
describe important ideas from what he/she has read.
| Strand |
Source |
| Reading Responses: Composing |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Response: Connections/Issues
The learner will be able to
make connections among issues in reading materials.
| Strand |
Source |
| Reading Responses: Affective |
PA: System of School Assessment, 1998, Grade 11, p. 17, Level 4 week tested: 26. |
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Synthesizing: Ideas
The learner will be able to
synthesize ideas in reading materials.
| Strand |
Source |
| Synthesizing |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; D |
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Analyze: Structure
The learner will be able to
analyze the structure of informational material.
| Strand |
Source |
| Informational Text: Analyze |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11, B |
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Compare/Contrast: Reading Materials
The learner will be able to
compare and contrast characters in reading materials.
| Strand |
Source |
| Character: Compare/Contrast |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
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Vocal Characteristic: Clarity/Speed
The learner will be able to
communicate using clear speech, at a speed which is appropriate for the student's age and purpose.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
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Pronunciation: Pronounce Clearly
The learner will be able to
pronounce words clearly.
| Strand |
Source |
| Pronunciation |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Vocal Characteristic: Adjust Stress
The learner will be able to
adjust stress on words for emphasis.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
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Vocal Characteristic: Meter
The learner will be able to
use appropriate meter when speaking.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Vocal Characteristic: Inflection/Varied
The learner will be able to
use varied inflections to communicate with others.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
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Vocal Characteristic: Flow
The learner will be able to
speak with appropriate flow of words.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Sentence Structure: Variety/Use
The learner will be able to
use a variety of sentences (simple, compound, complex) when speaking.
| Strand |
Source |
| Sentence Structure |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; C |
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Formal: Speaking Skills/Appropriate
The learner will be able to
use speaking skills appropriate to formal speaking situations.
| Strand |
Source |
| Communication: Formal |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; C |
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Audience: Adjust Pace
The learner will be able to
adjust speaking pace according to audience.
| Strand |
Source |
| Audience |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
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Practices: Read Aloud
The learner will be able to
read familiar materials aloud accurately.
| Strand |
Source |
| Communication Practices |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Rhythm: Incorporate
The learner will be able to
incorporate rhythm into his/her speaking.
| Strand |
Source |
| Rhythm/Rhyme |
PA: Academic Standards, January 16, 1999, Grade 11, p. 4, #1.1.11.; H |
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Volume: Varied/Use
The learner will be able to
use varied speech volumes to communicate with others.
| Strand |
Source |
| Vocal Characteristic: Volume |
PA: Academic Standards, January 16, 1999, Grade 11, p.14, #1.6.11.; C |
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Spelling
The learner will be able to
spell words correctly.
| Strand |
Source |
| Emergent Spelling |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Spelling: Applications
The learner will be able to
spell words correctly.
| Strand |
Source |
| Spelling Applications |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
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Study and Research Skills
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Sources: Cross Reference/Collect
The learner will be able to
cross reference sources while collecting information.
| Strand |
Source |
| Reference |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
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Sources: Credit/Documentation
The learner will be able to
use a standard format to give accurate, formal credit for others' ideas, images or information.
| Strand |
Source |
| Reference |
PA: Academic Standards, January 16, 1999, Grade 11, p.18, #1.8.11.; C |
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Reference Form: Assigned/Independent
The learner will be able to
locate texts, media, and traditional resources for assigned and independent purposes.
| Strand |
Source |
| Reference Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; A |
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Research Skills: Topic/Self-Selected
The learner will be able to
develop a self-selected topic using research skills.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; A |
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Process: Information/Written
The learner will be able to
gather, record, and organize information for written reports.
| Strand |
Source |
| Research Skills: Processes |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
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Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Source |
| Dictionary |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11, E |
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Sources: Identify
The learner will be able to
identify appropriate sources of information.
| Strand |
Source |
| Reference |
PA: Academic Standards, January 16, 1999, Grade 11, p. 5, #1.2.11.; A |
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Sources: Select
The learner will be able to
select appropriate reference source.
| Strand |
Source |
| Reference |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
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Sources: Locate
The learner will be able to
locate appropriate sources of information.
| Strand |
Source |
| Reference |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Book Parts: Appendices
The learner will be able to
select and use an appendix as a reference source.
| Strand |
Source |
| Book Parts |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Index: Use
The learner will be able to
use an index to locate specific information.
| Strand |
Source |
| Index |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Table of Contents: Choose
The learner will be able to
select and use the table of contents as a reference source.
| Strand |
Source |
| Table of Contents |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Resume: Write
The learner will be able to
write a resume .
| Strand |
Source |
| Resume |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11, E |
|
|
|
Notes: Organize/Sources
The learner will be able to
organize notes taken from a variety of sources.
| Strand |
Source |
| Notes: Taking/Organizing |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
|
|
Print Styles: Graphics
The learner will be able to
add graphics to enhance written text.
| Strand |
Source |
| Print Style |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Reference Form: Choose/Electronic
The learner will be able to
choose appropriate electronic media as a resource.
| Strand |
Source |
| Reference Form |
PA: Academic Standards, January 16, 1999, Grade 11, p. 6, #1.2.11, B |
|
|
|
Research Project: Anticipate/Problems
The learner will be able to
anticipate readers' problems.
| Strand |
Source |
| Research Project |
PA: Academic Standards, January 16, 1999, Grade 11, p.18, #1.8.11.; C |
|
|
|
Research Project: Format/Audience
The learner will be able to
choose formatting techniques appropriate in aiding audience understanding.
| Strand |
Source |
| Research Project |
PA: Academic Standards, January 16, 1999, Grade 11, p.18, #1.8.11.; C |
|
|
|
Research Skills: Key Words
The learner will be able to
use key words to locate information.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Research Skills: Appropriate Strategies
The learner will be able to
use appropriate research strategies to locate information.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Research Skills: Traditional/Search
The learner will be able to
use traditional search methods.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Research Skills: Search Strategies
The learner will be able to
use search strategies to locate electronic information.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Research Skills: Central Ideas
The learner will be able to
organize central ideas gained through research.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
|
|
Research Skills: Central Ideas
The learner will be able to
present the central ideas gained through research.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
|
|
Research Skills: Validity/Analyze
The learner will be able to
analyze information for validity.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Research Skills: Reliability/Analyze
The learner will be able to
analyze information for reliability.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Document: Understand/Variety
The learner will be able to
understand a variety of documents.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G, p. 5, #1.2.11.; A |
|
|
|
Document: Analyze/Position
The learner will be able to
analyze the positions in a public document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Analyze/Argument
The learner will be able to
analyze the arguments in a public document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Analyze/Evidence
The learner will be able to
analyze the evidence in a public document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Validity/Assess
The learner will be able to
assess the validity of the context of a document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Interpret
The learner will be able to
interpret a public document.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Document: Critique/Recognize Strategies
The learner will be able to
critique various documents to recognize common strategies.
| Strand |
Source |
| Public Information: Documents |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11.; G |
|
|
|
Primary/Secondary: Gather/Organize
The learner will be able to
gather and organize information using primary and secondary sources.
| Strand |
Source |
| Reference: Primary/Secondary |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Primary/Secondary: Select
The learner will be able to
select information from appropriately complex primary and secondary sources.
| Strand |
Source |
| Reference: Primary/Secondary |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Primary/Secondary: Informative/Write
The learner will be able to
use primary and secondary sources to write an informative paper.
| Strand |
Source |
| Reference: Primary/Secondary |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Evaluate: Quality
The learner will be able to
evaluate the quality of a source.
| Strand |
Source |
| Reference: Evaluate |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B, p. 6, #1.2.11, B |
|
|
|
Evaluate: Importance
The learner will be able to
evaluate the importance of a source.
| Strand |
Source |
| Reference: Evaluate |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11, B |
|
|
|
Word Relationships: Expand
The learner will be able to
use knowledge of word relationships to expand his/her vocabulary.
| Strand |
Source |
| Word Relationships |
PA: Academic Standards, January 16, 1999, Grade 11, p. 3, #1.1.11, E |
|
|
|
Speaking: Newly Learned Words/Apply
The learner will be able to
use speaking experiences to practice applying newly learned vocabulary words.
| Strand |
Source |
| Vocabulary: Speaking |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
|
|
Writing: Precise
The learner will be able to
write using precise language.
| Strand |
Source |
| Vocabulary: Writing |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B, p.12, #1.5.11.; D |
|
|
|
Writing: Newly Learned Words/Apply
The learner will be able to
use writing experiences to practice applying newly learned vocabulary words.
| Strand |
Source |
| Vocabulary: Writing |
PA: Academic Standards, January 16, 1999, Grade 11, p. 2, #1.1.11.; C |
|
|
|
Revise: Rethink
The learner will be able to
rethink how purpose, audience, and genre have been addressed.
| Strand |
Source |
| Revising |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
|
|
Drafting: Comprehensive Content
The learner will be able to
exhibit comprehensive content in his/her writing.
| Strand |
Source |
| Drafting |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Focus: Sharpen
The learner will be able to
sharpen the focus of a written work.
| Strand |
Source |
| Clarity/Focus |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
|
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of standard English language conventions to edit written works.
| Strand |
Source |
| Editing: Language Conventions |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
|
Introduction: Effective
The learner will be able to
write an effective introduction.
| Strand |
Source |
| Introduction/Conclusion |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
|
|
Conclusion: Effective
The learner will be able to
write an effective conclusion.
| Strand |
Source |
| Introduction/Conclusion |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
|
|
Prewriting: Topic/Appropriateness
The learner will be able to
identify a topic that is appropriate for a specific purpose and audience.
| Strand |
Source |
| Prewriting |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
|
|
Revise: Subtlety/Meaning
The learner will be able to
revise for subtlety of meaning.
| Strand |
Source |
| Revising |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
|
|
Revise: Sentence Variety
The learner will be able to
revise written works to improve sentence variety.
| Strand |
Source |
| Revising |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
|
|
Revise: Style
The learner will be able to
revise writing to improve style.
| Strand |
Source |
| Revising |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11, E |
|
|
|
Organization: Controlled
The learner will be able to
write with controlled organization.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
|
|
Organization: Order of Importance
The learner will be able to
order ideas, details, and events in order of importance when appropriate.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.13, #1.6.11.; A |
|
|
|
Organization: Audience
The learner will be able to
choose an organizational format which suits a given audience.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Organization: Purpose
The learner will be able to
choose an organizational format which suits a given writing purpose.
| Strand |
Source |
| Organization |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Evaluating Writing: Decide/Appropriate
The learner will be able to
evaluate writing to decide if the content is appropriate.
| Strand |
Source |
| Evaluating Writing |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Evaluating: Cause/Effect
The learner will be able to
write an evaluation of cause and effect in nonfiction works.
| Strand |
Source |
| Evaluating Writing |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Publishing: Prepare Works
The learner will be able to
present written works for publication.
| Strand |
Source |
| Publishing |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; G |
|
|
|
Paragraph: Fully Developed
The learner will be able to
write fully developed paragraphs.
| Strand |
Source |
| Paragraph Content |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Journal: Across Curriculum
The learner will be able to
maintain journals in courses across the curriculum to record ideas and experiences.
| Strand |
Source |
| Journal |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; D |
|
|
|
Drama: Play
The learner will be able to
write a play.
| Strand |
Source |
| Drama |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11.; A |
|
|
|
Expository: Complex/Informational
The learner will be able to
compose complex informational pieces.
| Strand |
Source |
| Expository |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Persuasive: Use
The learner will be able to
write in persuasive form.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Persuasive: Convincing Evidence
The learner will be able to
use convincing evidence to support persuasive writing.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Persuasive: Elaborate Evidence
The learner will be able to
use elaborate evidence to support persuasive writing.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Persuasive: Cite/Evidence
The learner will be able to
cite sources of evidence use in persuasive writing.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Persuasive: Reader's Attention
The learner will be able to
develop a reader's attention in a persuasive piece.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Persuasive: Issue
The learner will be able to
write a persuasive piece which clearly takes a position on an issue.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Persuasive: Reader Concerns/Anticipate
The learner will be able to
write a persuasive piece that anticipates the concerns of the reader.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Persuasive: Reader Concerns/Address
The learner will be able to
write a persuasive piece that addresses the concerns of the reader.
| Strand |
Source |
| Persuasive |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Summary: Research/Reference Material
The learner will be able to
summarize information gained from reference material in preparation for a research paper.
| Strand |
Source |
| Summary |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
|
|
Sequence: Logical Order
The learner will be able to
sequence ideas in logical order.
| Strand |
Source |
| Sequence |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; C |
|
|
|
Research Paper: Thesis
The learner will be able to
establish and focus on a central thesis when writing a research paper.
| Strand |
Source |
| Research Paper |
PA: Academic Standards, January 16, 1999, Grade 11, p.17, #1.8.11.; C |
|
|
|
Main Idea: Develop/Tactics
The learner will be able to
develop a main idea by using a variety of methods.
| Strand |
Source |
| Main Idea |
PA: Academic Standards, January 16, 1999, Grade 11, p.9, #1.4.11, B |
|
|
|
Focus: Details
The learner will be able to
elaborate details to develop the focus of a topic.
| Strand |
Source |
| Clarity/Focus |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Source |
| Editing: Language Conventions |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
|
Topic: Distinct Focus
The learner will be able to
write with a distinct focus.
| Strand |
Source |
| Topic |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11.; A |
|
|
|
Topic: Information/Focus
The learner will be able to
elaborate information to develop the focus of a topic.
| Strand |
Source |
| Topic |
PA: Academic Standards, January 16, 1999, Grade 11, p.11, #1.5.11, B |
|
|
|
Sentence: Complete/Create
The learner will be able to
create complete written sentences.
| Strand |
Source |
| Emergent Writing: Sentence |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; F |
|
|
|
Style: Command
The learner will be able to
write with a command of style.
| Strand |
Source |
| Style |
PA: Academic Standards, January 16, 1999, Grade 11, p.12, #1.5.11.; D |
|
|
|
Argument: Use Techniques/Develop
The learner will be able to
use a variety of techniques to develop an argument.
| Strand |
Source |
| Persuasive: Argument |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Argument: Anticipate/Counter Argument
The learner will be able to
write a persuasive piece that anticipates counter-arguments of the reader.
| Strand |
Source |
| Persuasive: Argument |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
|
Argument: Address/Counter Arguments
The learner will be able to
write a persuasive piece that addresses counter-arguments of the reader.
| Strand |
Source |
| Persuasive: Argument |
PA: Academic Standards, January 16, 1999, Grade 11, p.10, #1.4.11.; C |
|
|
